Ongoing debate surrounds connection between Aspergers syndrome and Nonverbal Learning Disabilities

Sept. 15, 2012 - PRLog -- Nonverbal learning disabilities are disorders of presumed neurological origin resulting from diminished or disordered functioning in the right hemisphere of the brain. The right hemisphere is the area of the brain which processes nonverbal or performance-based information, including visual-spatial, intuitive, organizational, evaluative and holistic input.

Three broad categories of problems are often observed in children and adults with nonverbal learning disabilities: motorist dysfunction (lack of coordination, balance problems and difficulty; visual-spatial disorganization (poor visual spatial analysis, disordered spatial perception, and difficulty with spatial orientation; and poor social cognition (difficulty interpreting non-verbal social cues such as gestures, body language and tone of voice; difficulty adjusting to transitions).

Like Asperger’s syndrome, NLD exists on a spectrum where it frequently co-occurs with other conditions such as learning disabilities, ADHD, mood, and anxiety disorders.

Ongoing debate surrounds the relationship between Asperger’s syndrome and NLD, as research on the condition progresses and procedures can differ from AS research. In the proposed DSM-V, the condition is not recognized and will not be included in the 2013 version.

Using a strength-based (non-disability) approach, our evidence-based, peer-validated pragmatic model is designed to address the specific developmental, academic and career needs of under-prepared students with NVLD 17 years of age and older through several levels in their transition to independent and self-supported living – from earning a high school diploma, starting college to achieving careers through employment compatible with their unique capabilities.

The identification of specific major life demands in LDI’s curriculum is based on the behaviors that any individual- disabled or not- will need for personal success in their specific communities. They represent the events/activities typically encountered by most adults in everyday life such as starting/sustaining/completing a major life activity, completing school, being able to support oneself, engaging in a career, making informed decisions, and having healthy adult relationships.

The program focuses its classroom instruction on achieving mastery of specific, major adult life demands in the areas of career planning, social/emotional maturity, establishing independence & competitive job development/placement- which are based on the behaviors that any individual- disabled or not- will need for personal success in their home communities.

For more information please visit http://lifedevelopmentinstitute.org/special-education-pro...